El Formato Organizacional de Tesis para Egresados de la Licenciatura en la Enseñanza del Inglés

Palabras clave: tesis, disertación, formatos, componentes, supervisor de tesis

Resumen

La investigación es un factor fundamental para desarrollar y mejorar cualquier área de estudio; sin embargo, los programas de licenciatura en la Enseñanza del Inglés (ELT) rara vez promocionan la investigación en sus propias escuelas. Este es el caso del programa de Licenciatura en la Enseñanza del Inglés de la Escuela de Lenguas Campus Tapachula, de la Universidad Autónoma de Chiapas (UNACH), donde poco se conoce sobre el formato organizacional de las tesis entregadas por los egresados. Este un estudio descriptivo que buscar revelar como las tesis se estructuran en la Escuela de Lenguas Campus Tapachula; y para lograrlo, se aplicarán cuestionarios a los estudiantes, graduados, supervisores de tesis, y miembros del Comité Revisor, para luego llevar a cabo un análisis documental de las tesis entregadas del 2012 al 2019 para detallar cómo están estructuradas. Se encontró que la mayoría de estas tesis se componen de cuatro capítulos, aun cuando la mayoría de los participantes concuerdan que las tesis deben tener cinco capítulos De acuerdo a los resultados obtenidos, se diseñaron dos tipos de formato diferentes variando el número de capítulos y los elementos incluidos en cada tipo.

Descargas

La descarga de datos todavía no está disponible.

Citas

Bell, J. (2010). Doing your research project (fifth edition). U.K: Open University Press. Retrieved from https://www.academia.edu/16705868/Judith_Bell_Doing_Your_Research_Project_Mc_Graw_Hill_Education_2010?auto=download

Bitchener, J., Basturkmen, H., & East, M. (2010). The Focus of Supervisor Written Feedback to Thesis/Dissertation Students. International Journal of English Studies, 10(2), 79-97. https://doi.org/10.6018/ijes/2010/2/119201

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9 (2), 27-40. Retreived from https://doi.org/10.3316/QRJ0902027.

Cruz, E., Cancino, R., Bermejo, M., Girón, A., (2017). Towards an Integrated Approach in Esp: A Mexican Needs Analysis Study. Retrieved from https://www.lenguastap.unach.mx/images/publicaciones/TOWARDS-AN-INTEGRATED-APPROACH-ebook-ISBN.pdf

Donnelly, R., Dallat, J., & Fitzmaurice, M. (Eds.). (2013). Supervising and writing a good undergraduate dissertation. Bentham Science. Retrieved from https://books.google.com.mx/books

Gomez, J. C. (2014). The development of writing skills in master's level English as a foreign language teacher education programs: insight into the process and perceptions from stakeholders in Colombian universities. [Unpublished Doctoral dissertation]. University of Alabama. Retrieved from https://ir.ua.edu/bitstream/handle/123456789/2017/file_1.pdf?sequence=1&isAllowed=y

Griffee, D.T. (2012). An introduction to second language research methods: design and data. USA. Retrieved from http://www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf

Ho, M. C. (2013). The difficulties in disciplinary research writing: A case study of first-year graduate students in Taiwan. Journal of Teaching and Education, 2(4). 77-87. http://www.universitypublications.net/jte/0204/pdf/M3K67.pdf

Komba, S. C. (2015). Challenges of writing theses and dissertations among postgraduate students in Tanzanian higher learning institutions. International Journal of Research Studies in Education, 5(3), 71-80, https://doi.org/10.5861/ijrse.2015.1280

Mackey, A. & Gass, S. M. (2005). Second language research: Methodology and design. Lawrence Erlbaum Associates Publishers. Retrieved from https://www.manaraa.com/upload/8be2a1cf-6275-4941-971c-ae6446630635.pdf

Mauch, J.E., & Park, N. (2003). Guide to the Successful Thesis and Dissertation: A handbook for students and faculty. New York: M. Dekker, Boulder. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.463.265&rep=rep1&type=pdf

Moreno, M. E., & Domínguez, A.M. (2007), La investigación sobre la enseñanza de lenguas extranjeras en la Universidad Autónoma de Chiapas. In J.L., Ramírez (coord.), Las investigaciones sobre la enseñanza y el aprendizaje de lenguas extranjeras en México. pp. 64-68. México: Plaza y Valdés.

Paltridge, B. (2002). Thesis and dissertation writing: an examination of published advice and actual practice. English for Specific Purposes, (21), 125-143. Retrieved from https://doi.org/10.1016/S0889-4906(00)00025-9

Paltridge, B. & Starfield, S. (2007). Thesis and dissertation writing in a second language: a handbook for supervisors. https://www.ccsu.edu/EdDwritingInstitute/facultyResources/files/thesis_writing.pdf

Paltridge, B. (2013). Genre and english for specific purposes. In B. Paltridge & S. Starfield (Authors), The handbook of English for specific purposes (1st ed., pp. 347-366). Chichester, West Sussex: Wiley Blackwell. https://doi.org/10.1002/9781118339855.ch27.

Peng, H. (2018). Supervisors’ views of the generic difficulties in thesis/dissertation writing of Chinese EFL research students. The Asian Journal of Applied Linguistics, 5(1), 93-103. Retrieved from https://caes.hku.hk/ajal/index.php/ajal/article/view/524/528

Ramírez, J. L. (Coord.) (2007). Las investigaciones sobre la enseñanza y el aprendizaje de lenguas extranjeras en México. México: Plaza y Valdés.

Shaw, P. (1991). Science research students’ composing processes. English for Specific Purposes, 10(3), 189-206. https://doi.org/10.1016/0889-4906(91)90024-Q

Singh, M. (2015). International Graduate Students’ Academic Writing Practices in Malaysia: Challenges and Solutions. Journal of International Students, 5(1), 12–22. Retrieved July 20, 2020, from https://www.ojed.org/index.php/jis/article/view/439

Stake, R. (1995). The Art of Case Study Research. Thousand Oaks, CA: SAGE. Retrieved from

https://books.google.com.mx/books?id=ApGdBx76b9kC&printsec=frontcover&dq=Stake,+R.+(1995).+The+Art+of+Case+Study+Research.

Stanford (n.d). Dissertation reading committee. Retrieved in 2020 from https://ed.stanford.edu/academics/doctoral-handbook/milestones/dissertation-committee

Tan, F. & Hunter, M. (2002). The repertory grid technique: A method for the study of cognition in information systems. MIS Quarterly, 26(1), 39-57. https://doi.org/10.2307/4132340.

Tapia, R. (2013). Pre-service teachers’ beliefs about the roles of thesis. Gist Education and Learning Research Journal, 7, 74-92. Retrieved January 17, 2020, from https://dialnet.unirioja.es/servlet/articulo?codigo=4709228

Tardy, C. M., & Swales, J. M. (2009). Form, text organization, genre, coherence, and cohesion. In Handbook of Research on Writing: History, Society, School, Individual, Text (pp. 693-714). Taylor and Francis. Retrieved from https://doi.org/10.4324/9781410616470-47

Thompson, P. (2013). Thesis and dissertation writing. In B. Paltridge & S. Starfield (Authors), The handbook of English for specific purposes (1st ed., pp. 283-299). Chichester, West Sussex: Wiley Blackwell. https://doi.org/10.1002/9781118339855

Universidad Autónoma de Chiapas. (2018, August 7). Modalidades de titulación a egresados. Retrieved April 24, 2020, from https://www.elt.unach.mx/index.php/30-inicio

Wang, C. (2016). A comparative genre analysis of schematic structures in public speeches of native and nonnative English speakers. Linguistics and Literature Studies, 4(5), 320-330. https://doi.org/10.13189/lls.2016.040502

Woods, A., Fletcher, P. & Hughes, A. (1986). Statistics in language studies. Cambridge: Cambridge University Press.

https://books.google.com.mx/books?id=MDhZpf7C7IMC&printsec=frontcovughes,+A.+(1986).nguage+studies.+Cambridge:+Cambridge+University+Press

Yeh, C. (2010). New graduate students’ perspectives on research writing in English: A case study in Taiwan. Journal of Academic Language and Learning, 4(1). A-1-A12. Retrieved June 16, 2020 from https://journal.aall.org.au/index.php/jall/article/view/115/83

Publicado
2021-05-05
Tipo de manuscrito
Artículos